5. Enhancing Communication between ITAs and US Undergraduate Students

Kang, Okim; Moran, Meghan

doi:10.21832/9781788925556-006

Cited by 5 publications

(2 citation statements)

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“…Finally, while helping ITAs improve their oral proficiency and teaching skills is important, it is also critical to provide undergraduate students with opportunities to increase their global, cultural, and linguistic awareness and appreciation of intercultural differences through various programs that will promote mutual understanding (see Kang & Moran, 2019). This way, both sides show effort to pave the way for positive learning and teaching experiences to take place in college classrooms.…”

Section: Discussionmentioning

confidence: 99%

Fluency, comprehensibility, and accentedness in L2 speech: Examining the role of visual and acoustic information in listener judgments

Gokgoz-Kurt

2023

AJAL

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The purpose of the present study was to examine (a) the effects of audio-visual information and (b) the role of temporal measurements associated with the perceptual ratings of fluency, accentedness, comprehensibility, pronunciation, and oral proficiency in second language (L2) speech samples of International Teaching Assistants (ITAs). American undergraduate students randomly assigned to audiovisual and audio-only (without seeing the speaker) conditions rated the two-minute speech samples of five ITAs on a seven-point scale. For acoustic analysis, several temporal measurements were used that were hypothesized to have an association with the ratings. Findings revealed that listeners without visual information judged L2 speech as less fluent and more accented although no significant difference in comprehensibility was found. L2 speakers were also judged to have better pronunciation and higher oral proficiency when the recordings were presented in video mode. The findings further indicated that among the acoustic measures examined, articulation rate was found to be associated with perceptual ratings. Implications for ITA training and language testing and assessment are discussed.

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Section: Discussionmentioning

confidence: 99%

Fluency, comprehensibility, and accentedness in L2 speech: Examining the role of visual and acoustic information in listener judgments

Gokgoz-Kurt

2023

AJAL

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“…Especially relevant to this movement toward Global Englishes (GEs) (Galloway & Rose, 2015; Rose et al, 2021), which encompasses the fields of World Englishes (WEs), English as a Lingua Franca (ELF), and English as an international language, is the assessment of listening skills. Because English instructors are from all around the world (Kang & Moran, 2019), an ecologically valid test of English listening would require listeners to be able to understand speakers with varied accents representing GEs.…”

Section: Introductionmentioning

confidence: 99%

Fairness of using different English accents: The effect of shared L1s in listening tasks of the Duolingo English test

et al. 2023

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This study aimed to answer an ongoing validity question related to the use of nonstandard English accents in international tests of English proficiency and associated issues of test fairness. More specifically, we examined (1) the extent to which different or shared English accents had an impact on listeners’ performances on the Duolingo listening tests and (2) the extent to which different English accents affected listeners’ performances on two different task types. Speakers from four interlanguage English accent varieties (Chinese, Spanish, Indian English [Hindi], and Korean) produced speech samples for “yes/no” vocabulary and dictation Duolingo listening tasks. Listeners who spoke with these same four English accents were then recruited to take the Duolingo listening test items. Results indicated that there is a shared first language (L1) benefit effect overall, with comparable test scores between shared-L1 and inner-circle L1 accents, and no significant differences in listeners’ listening performance scores across highly intelligible accent varieties. No task type effect was found. The findings provide guidance to better understand fairness, equality, and practicality of designing and administering high-stakes English tests targeting a diversity of accents.

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A thematic analysis of international teaching assistants’ stigma experience in a U.S. university: English-proficiency determinism

Zhu

Bresnahan

2020

Journal of International and Intercultural Communication

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5. Enhancing Communication between ITAs and US Undergraduate Students

Cited by 5 publications

References 0 publications

Fluency, comprehensibility, and accentedness in L2 speech: Examining the role of visual and acoustic information in listener judgments

Fluency, comprehensibility, and accentedness in L2 speech: Examining the role of visual and acoustic information in listener judgments

Fairness of using different English accents: The effect of shared L1s in listening tasks of the Duolingo English test

A thematic analysis of international teaching assistants’ stigma experience in a U.S. university: English-proficiency determinism

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